Scholarlink

<p>This qualitative case study examined the impact of a six-week, 13-session professional development program, Creativity in Teacher’s Nature (CTN), on early childhood teachers’ creativity-related practices. Participants were ten preschool teachers. Data sources included demographic and evaluation forms, a researcher’s reflective journal, documents (e.g., worksheets, nature observation forms), photographs, and short videos recorded in each session. Thematic content analysis was conducted, guided by Urban’s creativity model. Findings indicated that teachers reconstructed their pedagogical frameworks by integrating nature-based experiences into planning, environment design, open-ended materials, play, art, and communication. Teachers also reported gains in professional competence, ecological awareness, and motivation. Furthermore, they described shifts toward child-centered approaches and increased family involvement. The study suggests that nature-based professional development can strengthen teachers’ creative dispositions and classroom practices. Limitations include the small sample and short duration; future longitudinal studies are recommended.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Early Childhood Teachers’ Reflections on ‘The Creativity in Teacher’s Nature’ Professional Development Program

  • 期刊论文

  • 发表日期：

    2025年12月4日

查看全文
  • Eda Bayraktaroğlu,
  • Nilgün Cevher Kalburan

摘要

This qualitative case study examined the impact of a six-week, 13-session professional development program, Creativity in Teacher’s Nature (CTN), on early childhood teachers’ creativity-related practices. Participants were ten preschool teachers. Data sources included demographic and evaluation forms, a researcher’s reflective journal, documents (e.g., worksheets, nature observation forms), photographs, and short videos recorded in each session. Thematic content analysis was conducted, guided by Urban’s creativity model. Findings indicated that teachers reconstructed their pedagogical frameworks by integrating nature-based experiences into planning, environment design, open-ended materials, play, art, and communication. Teachers also reported gains in professional competence, ecological awareness, and motivation. Furthermore, they described shifts toward child-centered approaches and increased family involvement. The study suggests that nature-based professional development can strengthen teachers’ creative dispositions and classroom practices. Limitations include the small sample and short duration; future longitudinal studies are recommended.